Thesis (MPhil)--University of Stellenbosch, 2006. / ENGLISH ABSTRACT: The Forensic Science Laboratory (FSL) is a component of the South African Police Service (SAPS). The Questioned Document Unit (QDU) is a section within the FSL. It has been practice in the QDU to recruit members of the SAPS for training as Questioned Document Examiners within the FSL. Although the SAPS has a policy on education, training and development, it is not applied. Even after the establishment of the South African Qualifications Authority (SAQA) and the National Qualifications Framework (NQF), the QDU and the rest of the FSL continued their training practices at the workplace outside the outcomes-based paradigm. As part of standard practice, the FSL has taken content experts (forensic analysts) and turned them into trainers. These forensic experts had no training qualifications and little or no facilitation skills. Their knowledge of outcomes-based education (OBE) and adult learning was also either inadequate or non-existent. This shortcoming has influenced the quality of learning in this environment. In 2004 the Forensic Science Laboratory began to give some members an opportunity to be trained as trainers, assessors and moderators of learning. However, this has been a disjointed effort. Generally, learners have had to endure a frustrating period of more than four years of internal training before being certified as competent to act as examiners. Before 1994 the QDU employed mostly white personnel as examiners. Most black personnel still occupy the lower salary levels amongst examiners. There are no black trainers. At present (2006) in the FSL, the tendency is that white personnel hold senior positions and black personnel are juniors. There is covert racial tension among the members. In the QDU, the training manager has always been a trainer as well. In the training environment at the QDU there have been obvious problems, namely – 􀂾���������� poor practice of OBE and adult learning; 􀂾���������� relationship problems between trainer and learners; 􀂾���������� distrust and a lack of communication and dialogue between trainer and learners; and 􀂾���������� underlying racial tension. The action research process on which we (the learners, training manager and I) embarked was aimed at – 􀂾���������� opening dialogue/communication between the training manager and learners; 􀂾���������� increasing learner participation in the process; and 􀂾���������� providing the opportunity for both the learners and the training manager to increase their knowledge of adult learning and OBE. We hoped that by making the entire action research process transparent we could create a platform for the learners and the training manager to build relationships in order to bring about an improvement in learning practice. We used an action research process that included participation by both the learners and the training manager. Change occurs within the action component of the action research process, while the research component is meant to generate knowledge. We used a cyclic method that entailed stages of planning, action, observation and reflection. Continuity was achieved by the reflection stage of one cycle informing the planning stage of the next. The action research process used in this setting has supported the existing theory and assumptions that adult learners want to participate, be involved in decision-making, and learn by doing. It has also shown that they are critically aware. The learning practice at the QDU has improved. The action research process that took place at the unit can serve as a powerful case study for trainers who endeavour to improve practice in other environments. / AFRIKAANSE OPSOMMING: Die Forensiesewetenskapslaboratorium (FWL) is 'n komponent van die Suid-Afrikaanse Polisiediens (SAPD), terwyl die Betwistedokumente-Eenheid (BDE) ʼn afdeling binne die FWL is. Sedert die stigting van die BDE was dit algemene praktyk om lede van die SAPD te werf en hulle binne die FWL as eksaminatore van die BDE op te lei. Alhoewel die SAPD ʼn beleid het ten opsigte van onderwys, opleiding en ontwikkeling, word dit nie toegepas nie. Selfs ná die totstandkoming van die Suid-Afrikaanse Kwalifikasieowerheid (SAKO) en die Nasionale Kwalifikasieraamwerk (NKR), het die BDE en die res van die FWL hul werkgebaseerde opleidingspraktyke buite die paradigma van uitkomsgebaseerde onderwys voortgesit. Die FWL het tot dusver forensiese skeikundiges in opleiers omskep. Hulle het geen kwalifikasies in opleiding gehad nie en hul kennis van uitkomsgebaseerde onderwys (UGO) en volwasseneleer, asook hulle fasiliteringsvaardighede, was onvoldoende. In sommige gevalle het dit geheel en al ontbreek. Hierdie tekortkoming het ʼn nadelige invloed op die gehalte van leer gehad. Onlangs (2004) het die FWL begin om sommige polisielede die geleentheid te bied om as opleiers, assessors en moderators van leer opgelei te word, maar hierdie pogings is nog nooit behoorlik gestruktureer nie. Binne die huidige opset is daar leerders wat meer as vier jaar interne opleiding moes ondergaan voor hulle as bevoeg gesertifiseer is om as opleiers op te tree. Die BDE het in die verlede meesal wit personeel in diens geneem as eksaminatore. Die meeste van die swart eksaminatore in die BDE is op die laer salarisvlakke, en daar is geen swart opleiers nie. Tans (2006) is daar hoofsaaklik wit personeel in die seniorposte in die FWL, met die swart personeel meesal in juniorposte. Daar is onderliggende rassespanning onder die lede. In die BDE was die opleidingsbestuurder nog altyd ook ʼn opleier. Die volgende probleme is in die opleidingsomgewing van die BDE geïdentifiseer: 􀂾��������� swak praktyk t.o.v. UGO en volwasseneleer; 􀂾��������� troebel verhoudings tussen die opleier en die leerders; 􀂾��������� wantroue en gebrekkige kommunikasie en dialoog tussen die opleier en die leerders; en 􀂾��������� onderliggende rassespanning. Die aksienavorsingsproses wat ons (ek, die leerders en die opleidingsbestuurder) aangepak het was daarop gemik om – 􀂾��������� dialoog/kommunikasie tussen die opleidingsbestuurder en die leerders te vestig; 􀂾��������� leerderdeelname in die proses te verhoog; en 􀂾��������� vir beide die leerders en die opleidingsbestuurder die geleentheid te bied om hul kennis van volwasseneleer en UGO uit te brei. Deur die hele aksienavorsingsproses deursigtig te maak, het ons gehoop om vir alle rolspelers ʼn geleentheid te skep om verhoudinge te bou ten einde ʼn verbetering in die leerpraktyk teweeg te bring. ʼn Aksienavorsingsproses is aangewend wat deelname deur beide die leerders en die opleidingsbestuurder ingesluit het. In aksienavorsing vind verandering binne die aksiekomponent van die proses plaas, terwyl die navorsingskomponent daarop gemik is om kennis vir die deelnemers – en as deel van die proses self – te genereer. Ons het ʼn sikliese metode gebruik wat beplanning, handeling, waarneming en refleksie behels het. Kontinuïteit is verseker deurdat die refleksiestadium van een siklus die basis gelê het vir die beplanningstadium van die volgende. Die aksienavorsingsproses wat in hierdie opset gebruik is, het die bestaande teorie en aannames ondersteun dat volwasse leerders wil deelneem, dat hulle by besluitneming betrokke wil wees, dat hulle wil leer deur te doen, en dat daar ‘n groter kritiese bewussyn is. Die leerpraktyk aan die BDE het verbeter. Die aksienavorsingsproses aan die BDE kan ʼn betekenisvolle gevallestudie wees vir diegene wat poog om hul praktyk in ander omgewings te verbeter.

Thesis (MEd (Curriculum Studies)--University of Stellenbosch, 2007. / Culinary studies is a relatively young and unfamiliar field of study which engages the application of life and natural sciences, business and technology in a food-specific environment. The growth in the demand for training, re-training and continuing professional development in the culinary arts can be attributed to factors such as enhanced culinary programmes at high school level, an increased level of education and expectation about food in general, growth in culinary tourism and highly polished food magazines or other publications. The celebrity status of high-profile chefs and a stronger economy that enables more people to explore fine dining and gourmet food can be added to the list of factors that influence the interest in culinary arts as a profession. The number of qualified culinary professionals has increased over the last 10 years in South Africa, providing a large corps of people with a good understanding of this field of study and a need for continuing professional development opportunities. This study was a response to the challenges of the demand for continuing professional development opportunities from this growing body of culinary professionals. The demand for continuing professional development opportunities in culinary studies is becoming more complex and challenging for both learner and teacher. Although institutions that provide training in hospitality are also in the business of culinary education, their perspectives and focus are quite diverse. Culinary education can therefore be improved through a deeper understanding of the curriculum development process combined with the expectations of both the industry and the individual. A fundamental shortcoming in the field of culinary education is often that persons with limited expertise in the field of curriculum studies bear the primary responsibility for addressing curriculum challenges. The development of curricula for professional development in culinary studies subsequently happens at the expense of understanding the curriculum. The primary aim therefore of this study was to identify and propose a curriculum framework for continuing professional development in culinary arts. This framework might contribute to providing a curriculum foundation, credibility to the broad hospitality industry and specifically to culinary studies, as well as to the securing of some uniformity of standards over the spectrum of culinary qualifications. A scientifically validated situational analysis was executed by means of focus group discussions, personal interviews, curriculum comparisons and an electronic mail questionnaire survey, which mainly generated qualitative data. These techniques were used in triangulation as research instruments to investigate the needs for continuing professional development in culinary arts and the availability of curricula to address these needs. The greatest challenges in culinary studies were reflected in the complexity and multidisciplinary nature of this relatively undefined industry and field of study. The intricate relation, interaction, collaboration and contexts between secondary schools, various culinary training institutions, industry and culinary professionals were investigated. The data generated confirmed the need for training and development opportunities to improve the professional status of culinary professionals in South Africa The promotion of a change in direction for culinary studies development in South Africa could ensure future growth as a discipline cognitively and professionally, in line with international standards, procedures and practices. The range of challenges and changes facing the industry varies from social issues to the educational issues of qualifications and credible accreditations, which are addressed in the proposed curriculum framework. The lack of more empirical research in this field of study is an indication that both students and professionals should be encouraged to do the relevant research and that higher education institutions should provide the opportunities and structures for such research.

Thesis (MEd (Curriculum Studies))--University of Stellenbosch, 2009. / ENGLISH ABSTRACT: The study seeks to investigate how a language is used in teaching and learning of natural science in the intermediate phase, with specific reference to the way in which isiXhosa (learners’ home language) is used alongside English (the resource language and medium of teaching and learning). My research investigated teaching and learning practice materials in two classes and studied the roles of English and isiXhosa in mediating cognitively challenging subject content, particularly natural science concepts and terminology. In chapter two I refer to different theoreticians to advance my argument around the use of language as a tool to promote cognitive development and conceptual understanding in areas of academic learning in this case, natural science. I looked at work done internationally on cognitive development and then explored numerous research projects conducted on the same issue in an African context around the use of indigenous languages in teaching and learning. I also explored the Language in Education Policy underpinning the natural science curriculum statement, particularly the distinction between additive and subtractive bi/multilingualism. I will discuss the language of science and investigate how this highly specialised natural science jargon is used to convey understanding of science to learners who are not native speakers of English. Classroom observations and interviews with teachers are used to gain insight into the use of both isiXhosa and English in everyday teaching and learning. Teaching and learning materials such as textbooks and learners’ work are also explored. These are attempts to determine how natural science concepts and terminology are explained to learners and which language is used and for what purposes? The study concludes that the lack of materials in isiXhosa, coupled with unplanned code switching to English and the extensive use of English borrowings affect learners’ ability to understand cognitively challenging material. / AFRIKAANSE OPSOMMING: Hierdie studie ondersoek hoe taal gebruik word in die onderrig en leer van natuurwetenskap in die interim fase met spesifieke verwysing na die wyse waarop isiXhosa (die leerders se huistaal) saam met Engels (die taal van hulpbronne en van onderrig-leer). My navorsing het die onderrig en leer praktyke van en materiaal in twee klasse ondersoek en die rolle van isiXhosa en Engels bestudeer waar kognitief-komplekse leermateriaal, veral natuurwetenskap konsepte en terminologie gebruik is. In hoofstuk twee verwys ek na verskeie teoretici om my argument oor die gebruik van taal as instrument om kognitiewe ontwikkeling en konseptuele begrip van natuurwetenskap (in hierdie geval) te bevorder, te ondersteun. Ek ondersoek internasionale perspektiewe op kognitiewe en konseptuele ontwikkeling in akademiese kontekste, in hierdie geval natuurwetenskap, opgevolg deur ‘n verskeidenheid van navorsingsprojekte op dieselfde onderwerp in die konteks van Afrika, veral wat betref die gebruik van inheemse tale in leer en onderrig. Ek neem die Taal in Onderrig Beleid onderliggend aan die natuurwetenskap kurrikulumverklaring in ag, met spesifieke verwysing na die onderskeid tussen aanvullende en afbrekende twee- en meertaligheid. Die taal wat in die natuurwetenskappe gebruik word, word ook onder die loep geneem en die ondersoek fokus op die wyse waarop hierdie hoogs gespesialiseerde vaktaal gebruik word om natuurwetenskap by leerders wat nie huistaalsprekers van Engels is nie, tuis te bring. Klaskamerwaarneming en onderhoude met onderwysers is gebruik om insig te verkry in die gebruik van beide isiXhosa en Engels in daaglikse onderrig en leer. Onderrig- en leermateriaal soos handboeke en leerders se werk is ook ondersoek. Hierdie is gedoen om uit te vind hoe natuurwetenskap konsepte en terminologie aan leerders verduidelik word en watter taal gebruik word vir watter doeleindes. Die studie kom tot die gevolgtrekking dat ‘n gebrek aan onderrig- en leermateriaal saam met onbeplande kodewisseling tussen Engels en Afrikaans en die uitgebreide gebruik van leenwoorde uit Engels beïnvloed die leerders se vermoë om kognitief komplekse materiaal te verstaan.

Thesis (MPhil (Curriculum Studies))--University of Stellenbosch, 2005. / The focus of this research, PIL 72 (Building institutional capacity through staff development) was active at the Eastern Cape Technikon (ECT), a tertiary institution of higher learning in the Eastern Province, South Africa from 1999 to 2001. The project addressed curriculum and staff development with the ultimate aim of improving institutional capacity. This was done through a series of training sessions for a group of 22 participants over eighteen months in Outcomes Based Education (OBE). This research investigated the impact of PIL 72 on the teaching and learning practices at the ECT. Literature was reviewed on aspects of staff development, curriculum development, assessment reform, instructional improvement and project evaluation. Qualitative research was conducted with stakeholders at the institution. Data was gathered through interviews, questionnaires and document analysis. The major findings indicated that the benefit for participants resulting from participation in the TELP project was mainly personal; the project was to some extent successful in equipping participants with the required knowledge but not the wide academic corps; the format of the staff development activities was adequate but lacked sufficient monitoring and feedback mechanisms; developmental academic leadership, especially at Head of Department level, was absent at the institution and that institutional culture both influenced and hampered institutional learning. Recommendations for implementation and possible further research are made. The research revealed that institutional culture plays a crucial role in the degree to which institutional learning takes place. Further research in this regard is recommended at institutions with similar organizational characteristics as Eastern Cape Technikon, to explore the extent to which institutional culture influences institutional learning as well as alternative staff delivery modes that can be used at institutions of higher learning.

Thesis (MEd (Curriculum sStudies))--University of Stellenbosch, 2007. / The TRAC PAC is a micro computer-based laboratory that allows learners to collect real-time data about a particular event and then displays the information graphically. It was brought to South Africa from the United States of America in an attempt to increase the low number of learners from previously disadvantaged communities entering the Science, Engineering and Technology fields. Anecdotal evidence has shown that the TRAC PAC has not been optimally utilised in classrooms. Subsequently a TRAC laboratory was established at Stellenbosch University and hence this study, which focused on identifying factors that would contribute towards the optimal use of the TRAC PAC. A qualitative case study research method was used, which relied on different techniques to gather data on how the TRAC PAC is used in classrooms and at the TRAC laboratory. The analysis of this data was largely an intuitive process; it relied on the development of categories which provided insights on the advantages and disadvantages of using the TRAC PAC. The thesis concludes with a number of recommendations that can lead to the optimal use of the TRAC PAC. One of the findings of this study was that even grade 12 Physical Science learners lacked certain basic skills such as the ability to take accurate measurements. Addressing this lack amongst South African learners is also a priority of the National Education Department, following its adoption of an outcomes-based education approach. The design of a detailed, well structured series of activities that addresses the required educational outcomes should result in the optimal use of the TRAC PAC.

Thesis (MEd (Curriculum Studies))--University of Stellenbosch, 2009. / After the election of the new democratic government in April 1994, bold steps were taken to transform the South African education dispensation, seeking for an appropriate approach to address the educational imbalances of the past. The immense disparity in the provision of education for the vast majority of South Africans was the main reason for educational change. Curriculum reform/educational change emerged as the key focus in restructuring the educational system. A qualitative research design, guided by an interpretive research paradigm, was employed to answer the research question which would be integrated with the aim of the study in a logical way. The aim of the study was to explore how principals experienced their new roles and responsibilities as curriculum leaders and managers in a changing educational system. Data was generated by means of semistructured questions to provide rich descriptions and explanations of how principals experienced educational change in their particular contexts. The literature review revealed that during educational change principals are faced with the challenge to create a climate for change through their particular style of leadership and management, acting as key agents for initiating the desired change, or leading the way as agents of change. Principals, as curriculum leaders, have an important role to play in setting the tone to provide direction, executing their roles as both curriculum leaders and managers and building democratic schools. To keep up and cope effectively with the constant and rapid educational change, principals are also urged to demonstrate positive, supporting leadership and professionalism, and to acquire new learning and thinking skills to manage change. Moreover, by developing a better understanding of change, the principal will be able to give effective direction and empower their staff, guiding and supporting them in the process of accepting change. While leadership skills are essential for providing effective leadership, the leader must also possess a sense of purpose and direction. The challenge is to develop leaders’ sensitivity and knowledge so that they will know when to be directive and when to act within a collaborative framework, or to delegate responsibility to others. The research findings indicated that principals do fulfil their new roles and responsibilities as educational leaders during educational change, but the challenge is to identify adequate approaches and to enhance their professional and personal growth and development. The study concludes by pointing out that although principals perform their roles and meet their responsibilities as curriculum leaders, they still require additional support to execute certain aspects of their duties.

Thesis (MPhil (Curriculum Studies))--Stellenbosch University, 2008. / Background to the study: The Critical Care nursing programme at the Faculty of Health Sciences (Stellenbosch University) is a one-year programme. The practical component consists of practical procedures and case presentations. Students have limited time available in the clinical areas to reach competency in the practical skills. Students tend to use the majority of the clinical teaching time available to reach competency in these practical procedures, rather than discussing the patient and learning the skills to integrate and understand the patient’s condition and treatment, which they can acquire by doing case presentations. The end result of this misuse of clinical contact time is that some of the students, by the end of their programme, still have difficulty to integrate a patient’s diagnosis and treatment regime, although they have managed to complete the expected practical procedures. Summary of the work: A case study design was used. I wanted to investigate whether one could make use of simulation and the Clinical Skills Centre (CSC) to complete the majority of the practical procedures so that more time would be available in the clinical areas for the students to do case presentations. The study focuses on describing how the tutors and students involved experienced the use of simulation, as well as how it impacted on the available teaching time in the clinical areas. Conclusions and recommendations: Some of the most important issues that were highlighted in the study and needs to be mentioned are the following: · The students highly valued supervision by a Critical Care tutor when practising their skills in the CSC. · Students indicated that they valued the opportunity to practise some of the more risky procedures in simulation, because it presents no risk to patients. · Case presentations seem important to be added to the CSC’s practical sessions in order to attempt making the practical simulated scenarios even more realistic. · The teaching at the bedside in the clinical areas used to be done somewhat ad hoc. With the teaching in the CSC now being much more structured, this necessitates the teaching at the bedside to be revisited and to be structured to a certain extent. Summary of the results: The information obtained from the Critical Care tutors and the students indicated that these two groups were largely in agreement that simulation seems to be valuable and can effectively be used in a Critical Care nursing programme.

Thesis (MEd (Curriculum Studies))--University of Stellenbosch, 2008. / The Constitution of the Republic of South Africa (CRSA) (1996) ushered in a new dispensation with regard to the human right to ‘religious freedom’. Inclusivity in a school context of religious diversity underpins the Religion and Education Policy (2003) which is in turn informed by, and supportive of, the CRSA (1996). To date, the Policy (2003) has not been substantially implemented. In classroom praxis there has been little or no substantial cascading to teachers (and therefore also to learners), of the intention and substance of the Policy (2003). A possible cause of this is that many teachers do not necessarily understand the meaning of the human right to ‘religious freedom’. As a result, they have resisted a multireligion approach to education. The aim of this study was to investigate how teachers construct their understanding of the human right to ‘religious freedom’ and how they voice this understanding in a context of religious diversity in schools. Integral to the investigation was an interrogation of the influence of their biographical context in shaping their personal religious identity. The study also considered the impact of the school context in which teachers taught. This study anticipated the theoretical clarification of how teachers construct their social identities, and in particular their religious identities. This theoretical framework informed what emerged from the empirical research that was conducted. The key concepts of ‘religious freedom’ and voice were described and clarified by the sources employed in the literature review. It was clear from the literature review that while useful research had been undertaken in aspects relating to the acceptance of, or resistance to, the Policy (2003), no research had grappled sufficiently, if at all, with teachers’ understanding of the human right to ‘religious freedom’ and how they constructed this understanding. In order to conduct this study, an empirical, qualitative research design, including elements of small-scale ethnography, using a case study approach, was employed. Research methods included the use of semi-structured individual and focus group interviews and self-administered questionnaires. The data were triangulated. From the research it emerged that teachers’ biographical context and school context do indeed influence the construction of their understanding of the human right to ‘religious freedom’. The way in which they give voice to this understanding varied. It became apparent that many teachers lacked understanding of religions other than (and in some cases, including) their own. The Policy (2003) was also poorly understood as was the implementation thereof. Recommendations relating to the problems and shortcomings identified by the research have been made. These include possible intervention strategies by the KwaZulu-Natal Department of Education and Culture; Human Rights Values Education as a teaching approach; and the empowering of teachers by affording them opportunities to engage in emancipatory discourse. Further research possibilities that can be influenced by this research include issues relating to teacher identity formation; further interrogation of the impact of the teacher’s voice; and the inclusion of parents and the school community in the implementation of policy relating to Religion and Education.

Thesis (MPhil (Curriculum Studies))--University of Stellenbosch, 2006. / This study is centered on the perception of Foundation Phase educators in the Nzhelele West Circuit in the province of Limpopo of Curriculum 2005. The implementation of Curriculum 2005 created much uncertainty among these teachers. The study took the form of a survey of published and unpublished sources, questionnaires, interviews and observations. Respondents were made up of stakeholders affected by the introduction of the new curriculum. Recommendations have been made about how the new curriculum should have been planned, developed and implemented to make foundation phase educators feel confident and able to help in the interpretation and implementation of the curriculum so as to help achieve the developmental goals of the South African Education System.

Thesis (MPhil)--University of Stellenbosch, 2011. / The use of ICT to enhance the quality of student learning is generally observable in higher education institutions. The adoption of ICT policy for education in Namibia in 1996 has profoundly encouraged the use of ICT to enhance student learning at teachers training colleges, in particular Caprivi College of Education. Although ICT has positioned itself in higher education, its implementation to enhance student learning has been received with mixed feelings, attitudes and perceptions among students. The use of ICT in relation to learning paradigm, collaborative and/or co-operative learning, deep learning approach and assessment seem to be problematic among students and may affect their learning. Issues related to access to ICT, ICT skills and support (technical and service) contribute to students’ negative perceptions towards the use of ICT in learning. The purpose of this study was to investigate students’ perceptions of the possible effect of ICT application on student learning at Caprivi College of Education in order to determine the ICT skills and learning strategies student teachers use to enhance their learning. The research strategy for this study was a quantitative survey. Quantitative data was obtained by administering closed-ended questionnaires to third-year student teachers at Caprivi College of Education. The study concludes that student teachers overwhelmingly perceive the use of ICT to enhance their learning in various ways.